9. There will always be persons with disability in a normal distribution, as there are gifted.
10. The incidence of a disability, at one time, may influence the distribution of characteristics like intelligence, in the bell-shaped curve.
11. Sarah’s IQ based on Wechsler Intelligence scale for children is 84, which is between one and two standard deviations below the mean of 100. In 1973, the American Association of Mental Retardation moved to two standard deviations as the upper limit on IQ in defining mental retardation. Which statement best answer whether Sarah is qualified for special education service?
32. A measure of the amount that an individual score differs from the average.
33. percentage of difference between the average score of a group of people and how the individual performed in comparison with that average.
34. the measure of how different the scores are from one another
35. a statistic that is constant, regardless of standardized tests used
36. The American association on Mental Retardation (AAMR) recommends using IQ levels below 70 on the Wechsler Intelligence scale for Children-Revised a the criterion for “significantly sub average general intellectual functioning.” An IQ of 70 is 2 standard deviations below the average or mean What does the mean when defining mental retardation?
37. A child with an IQ of 80, who is academically failing in class, does not meet the criterion of mental retardation.
38. In a group of 100 students that is normally distributed, approximately 2 students score above this level.
39. The IQ score of 70 or below is the major criterion for mental retardation.
40. At the opposite extreme, an IQ that falls at 2 standard deviation above the mean would be that of the gifted.
41. The American association on Mental Retardation (AAMR) divides the intelligence Quotient (IQ) based on the WISC-R into 4 levels of retardation. The standard deviations and range of IQs for successive levels of mental retardation are as follows:
88. Three of the following questions are usually asked by a special education assessment team about a child suspected of having learning disability and referred for special education services by regular classroom teachers. Which question is irrelevant?
89. Is there a large discrepancy between ability and achievement?
106. The student assessed has the same ethnic background as the students in the normative sample.
107. We use The Peabody Picture Vocabulary test with Filipino school children because we speak English.
108. When we say that “behavior sampling” of a test is adequate, we mean the following, EXCEPT:
109. A test on computation in the four basic operations would be an adequate measure of overall math skills.
110. If we want to test the students’ spelling skills, we give a representative number of words to spell.
111. A test must have an adequate sampling of behavior to assist in decision-making process.
112. There is an assumption that a test measures what its authors claim it measures.
113. The school psychologist and the special education teacher would likely recommend the use of the Vineland adaptive Behavior Scale in the diagnosis of___________________
118. Which of the following assessment results is generally the most useful when making decisions about what to teach and how to teach a student with mild mental retardation?
123. Three educators , in separate works, regrouped the subtests of WISC-R results to make interpretation useful for instruction. Which regrouping of WISC-R subtests are NOT correct?
128. Which Standardized test defines intelligence in terms of an individual’s style of solving problems and processing paradigm derived from both neuropsychological and cognitive theories.
149. In this type of test, the student is asked to note the progressive relationship among the items. The student must identify a response that continues the relationship.
164. Raw score earned by the student with special needs in a standardized test are not as important as knowing his/her relative standing compared to the normative sample or norm group. Thus, the test administrator s these raw scores into comparable units.What do you call these comparison score?
169. Suppose the average performance of a ten year-old childrenin an intelligence test was 31 correct answers. Suppose further thart Rogelio, who was 14 years and 2 months old, answered 31 items correctly. The following are correct interpretations of the assessment result, EXCEPT:
170. Rogelio answered as many questions as correctly as the average of 10 year-old children.
172. An age equivalent means that Rogelio’s raw score is the average/meadian or mean performance for the age group.
173. As a result of assessment, Rogelio could be placed class of 10-year-old students.
174. These are derived scores that indicate the percentage of people or scores that occur at or below a given raw score. What do you call this derived score?
179. “Using a technically adequate test for the wrong purpose is using the wrong test.” Which of the following malpractices in assessment does NOT apply to this quotation?
180. Using the Peabody Picture Vocabulary test to measure global intelligence of a child with learning disabilities.
181. Using an achievement test that does not reflect the content of the cuerriculum.
182. Administering a test designed for children with chronological ages of 3 to 8 to a child who is 12 years old but who has a mental age og 5.
183. Academic progress of children is decided by a technically good achievement test that follows the general standard curriculum.
184. Only present behavior is observed on scores obtained from standardized tests of interests, abilities, and achievement. When using a technically adequate test, this assumption is _________
189. Even when tests are properly administered and scored, testing can still go wrong in the interpretation of results. In interpreting the test performance, we shoud remember the following advice, EXCEPT:
190. A good norm-referenced test can rank students only in terms of their current relative performance of certain behaviors.
192. Teachers can observe mental retardation or giftedness using an intelligence test.
193. Teachers cannot observe performance that are not tested or the reasons why a student performed in a cetain way.
194. This scoring system was developed in the early 1950s to measure the effect of various complications of labor and delivery on the heart rate, respiratory effort, muscle tone, gag reflex, and body color of the new born infant.
199. A person was assessed to have a visual acuity of 20/200 in the better eye with correcting lenses. Which statement does NOT necessarily follow when referring to this assessment result?
200. The person is blind according as defined by the American Medical Association.
207. Does the child have the level of intellectual ability needed to perform at the expected leve?
208. At what level is the child performing in reading, spelling, writing and math?
209. Applying a process analysis in spychoeducational evaluation, differences among students may be determined by comparing one’s student’s performance with that of other members of the population who are of the same age. What do you call this comparison?
214. Intraindividual dofferences are variations that exist within a single individual’s performance in a standardized test. The term intraindividual differences would mean the following, EXCEPT:
215. Result shows the unique patterns of stregnth and weaknesses in the student’s personal performance.
216. It is demonstrated by a student who processes the visual stimul subtest easily, but experiences difficulty processing auditory stimuli.
217. Profile provide certification tha a student deviates sufficiently from that of his peers, so that inclusion ina special program is justified.
223. It can provide reassurance that the fetus is unlikely to be affected.
224. This assessment strategy is used for the purpose of providing a picture of the student’s presenting problems as perceived by the informant. The strategy uses a list of specific questions resented by an interviewer to elicit information from an informant.
229. This assessment strategy focuses in student performance and the outcomes of learning. It evaluates meaningful, real-wold tasks using multiple performance indicators such as work or writing samples, speeches, artwork, videotapes, etc.
234. What standardized intelligence test was normed on different groups of white, Hispanic, African-American, Native American, and Asian-American children in addition to a population of individuals with disabilities? This test also minimizes a student’s verbal skills in reponding to test items.
243. Which students have mastered a given skills?Reference:<br />Mercedes P. Adorio, Ph. D. LET Primer and Reviewer on Special Education<br />Prepared by: Encarnacion T. Francisco<br /> Faculty,College of Education<br />
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